Skip to main content Accessibility help
×
Hostname: page-component-586b7cd67f-rcrh6 Total loading time: 0 Render date: 2024-11-25T14:40:07.448Z Has data issue: false hasContentIssue false

Section 2 - Special Considerations

Published online by Cambridge University Press:  25 June 2018

Gianna Locascio
Affiliation:
NYU Langone Health, New York
Beth S. Slomine
Affiliation:
Kennedy Krieger Institute, Baltimore
Get access
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

1.Farmer, J. E., Donders, J., Warschausky, S. A. Treating Neurodevelopmental Disabilities: Clinical Research and Practice. New York, NY: Guilford Press; 2006.Google Scholar
2.Cortiella, C., Horowitz, S, H. The State of Learning Disabilities: Facts, Trends and Emerging Issues. New York, NY: National Center for Learning Disabilities; 2014.Google Scholar
3.Fulton, J. B., Yeates, K. O., Taylor, H. G., Walz, N. C., Wade, S. L. Cognitive predictors of academic achievement in young children 1 year after traumatic brain injury. Neuropsychology 2012;26(3):314–22.Google Scholar
4.Langberg, J. M., Becker, S. P. Does long-term medication use improve the academic outcomes of youth with attention-deficit/hyperactivity disorder? Clin Child Fam Psychol Rev 2012;15(3):215–33.Google Scholar
5.Owens, E. B., Hinshaw, S. P. Childhood conduct problems and young adult outcomes among women with childhood attention-deficit/hyperactivity disorder (ADHD). J Abnorm Psychol 2016;125(2):220–32.Google Scholar
6.Max, J. E., Lansing, A. E., Koele, S. L., Castillo, C. S., Bokura, H., Schachar, R., et al. Attention deficit hyperactivity disorder in children and adolescents following traumatic brain injury. Dev Neuropsychol 2004;25(1–2):159–77.Google Scholar
7.Max, J. E., Schachar, R. J., Levin, H. S., Ewing-Cobbs, L., Chapman, S. B., Dennis, M., et al. Predictors of attention-deficit/hyperactivity disorder within 6 months after pediatric traumatic brain injury. J Am Acad Child Adolesc Psychiatry 2005;44(10):1032–40.Google Scholar
8.Max, J. E., Schachar, R. J., Levin, H. S., Ewing-Cobbs, L., Chapman, S. B., Dennis, M., et al. Predictors of secondary attention-deficit/hyperactivity disorder in children and adolescents 6 to 24 months after traumatic brain injury. J Am Acad Child Adolesc Psychiatry 2005;44(10):1041–9.Google Scholar
9.Loken, W., Thornton, A. E., Otto, R., Long, C. Sustained attention after severe closed head injury. Neuropsychology 1995;9(4):592–8.Google Scholar
10.Mathias, J. L., Wheaton, P. Changes in attention and information-processing speed following severe traumatic brain injury: A meta-analytic review. Neuropsychology 2007;21(2):212–3.Google Scholar
11.Zelazo, P. D., Blair, C. B., Willoughby, M. T. Executive Function: Implications for Education (NCER 2017–2000) Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education; 2016. Available from: http://ies.ed.gov/ncer/pubs/20172000/pdf/20172000.pdf.Google Scholar
12.Thompson, N. M., Francis, D. J., Stuebing, K. K., Fletcher, J. M., Ewing-Cobbs, L., Miner, M. E., et al. Motor, visual-spatial, and somatosensory skills after closed head injury in children and adolescents: A study of change. Neuropsychology 1994;8(3):333–42.Google Scholar
13.Dehn, M. Working Memory and Academic Learning: Assessment and Intervention. Hoboken, NJ: Wiley; 2008.Google Scholar
14.Kellogg, R. T. Competition for working memory among writing processes. Am J Psychol 2001;114(2):175–91.Google Scholar
15.Passolunghi, M., Siegel, L. Short-term memory, working memory, and inhibitory control in children with difficulties in arithmetic problem solving. J Exp Child Psychol 2001;80(1):4457.Google Scholar
16.Cain, K., Oakhill, J., Bryant, P. Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. J Educ Psychol 2004;96:3142.Google Scholar
17.Imbo, I., Vandierendonck, A., Vergauwe, E. The role of working memory in carrying and borrowing. Psychol Res 2007;71(4):467–83.Google Scholar
18.Geary, D. C., Hoard, M. K. Learning disabilities in arithmetic and mathematics: Theoretical and empirical perspectives. In: Campbell, J. I. D., editor. Handbook of Mathematical Cognition. New York, NY: Psychology Press; 2005. p. 253–67.Google Scholar
19.Passolunghi, M. C. Working memory and arithmetic learning disability. In: Alloway, T. P., Gathercole, S. E., editors. Working Memory and Neurodevelopmental Disorders. New York, NY: Psychology Press; 2006. p. 113–38.Google Scholar
20.McCallum, R. S., Bell, S. M., Wood, M. S., Below, J. L., Choate, S. M., McCane, S. J. What is the role of working memory in reading relative to the big three processing variables (orthography, phonology, and rapid naming)? J Psychoeduc Assess 2006;24(3):243–59.Google Scholar
21.Swanson, H. L., Jerman, O. Math disabilities: A selective meta-analysis of the literature. Rev Educ Res 2006;76(2):249–74.Google Scholar
22.Swanson, H. L. Age-related differences in learning disabled and skilled reader’s working memory. J Exp Child Psychol 2003;85:131.Google Scholar
23.Swanson, H. L., Cooney, J. B., McNamara, J. K. Learning disabilities and memory. In: Wong, B. Y. L., editor. Learning about Learning Disabilities. 3rd ed. San Diego, CA: Elsevier Academic Press; 2004. p. 4192.Google Scholar
24.Diamond, A., Ling, D. S. Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Dev Cogn Neurosci 2016;18:3448.Google Scholar
25.Sjöwall, D., Roth, L., Lindqvist, S., Thorell, L. B. Multiple deficits in ADHD: Executive dysfunction, delay aversion, reaction time variability, and emotional deficits. J Child Psychol Psychiatry 2013;54(6):619–27.Google Scholar
26.Taanila, A., Ebeling, H., Tiihala, M., Kaakinen, M., Moilanen, I., Hurtig, T., et al. Association between childhood specific learning difficulties and school performance in adolescents with and without ADHD symptoms: a 16-year follow-up. J Atten Disord 2014;18(1):61.Google Scholar
27.Wade, S., Taylor, H. G., Terry Stancin, T., Cassedy, A., Walz, N., Yeates, K. Long-term Effects of Early TBI on IQ and Achievement. Tenth World Congress on Brain Injury; March 19–22, 2014; San Francisco. CA: International Brain Injury Association; 2014.Google Scholar
28.Geary, D. C., Hoard, M. K., Nugent, L., Bailey, D. H. Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five-year prospective study. J Educ Psychol 2012;104(1):206–23.Google Scholar
29.Fleury, V. P., Hedges, S., Hume, K., Browder, D. M., Thompson, J. L., Fallin, K., et al. Addressing the academic needs of adolescents with autism spectrum disorder in secondary education. Remedial Spec Educ 2014;35(2):6879.Google Scholar
30.DeNavas-Walt, C., Proctor, B., Smith, J. Income, Poverty, and Health Insurance Coverage in the United States: 2012. Washington, DC: U.S. Government Printing Office; 2012. Commerce USDo; 2013 September. Contract No.: P60-245.Google Scholar
31.McLoyd, V. C. Socioeconomic disadvantage and child development. Am Psychol 1998;53(2):185.Google Scholar
32.Wagner, M., Newman, L., Cameto, R., Levine, P., Garza, N. An Overview of Findings from Wave 2 of the National Longitudinal Transition Study-2 (NLTS2) Menlo Park, CA: SRI International; 2006 [Available from: www.nlts2.org/reports/2006_08/nlts2_report_2006_08_complete.pdf.Google Scholar
33.Jessor, R. Problem-behavior theory, psychosocial development, and adolescent problem drinking. Addiction 1987;82(4):331–42.Google Scholar
34.Mills, C. J., Noyes, H. L. Patterns and correlates of initial and subsequent drug use among adolescents. J Consult Clin Psychol 1984;52(2):231–43.Google Scholar
35.Newcomb, M. D., Maddahian, E., Bentler, P. M. Risk factors for drug use among adolescents: Concurrent and longitudinal analyses. Am J Public Health 1986;76(5):525–31.Google Scholar
36.Kandel, D., Kessler, R., Margulies, R. Antecedents of adolescent initiation into stages of drug use: A developmental analysis. J Youth Adolesc 1978;7(1):1340.Google Scholar
37.Smith, G., Fogg, C. Psychological predictors of early use, late use, and nonuse of marijuana among teenage students. In: Kandel, D., editor. Longitudinal Research on Drug Use: Empirical Findings and Methodological Issues. New York, NY: Halsted Press; 1978. p. 101–13.Google Scholar
38.Becker, W. C. Applied Psychology for Teachers. Chicago, IL: Science Research Associates; 1986.Google Scholar
39.Mrazek, P., Haggerty, R. Reducing Risks for Mental Disorders: Frontiers for Preventive Intervention Research. Washington, DC: National Academy Press; 1994.Google Scholar
40.Patterson, G. Coercive Family Process. Eugene, OR: Castalia Publishing Company; 1982.Google Scholar
41.Dishion, T. J., Patterson, G. R., Stoolmiller, M., Skinner, M. L. An Ecological Analysis of Boy’s Drift to Antisocial Peers: From Middle Childhood to Early Adolescence. Eugene, OR: Oregon’s Social Learning Center; 1990.Google Scholar
42.Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., et al. A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences of the United States of America. 2011;108(7):2693–8.Google Scholar
43.Anderson, V., Catroppa, C. Recovery of executive skills following paediatric traumatic brain injury (TBI): A 2 year follow-up. Brain Inj 2005;19(6):459–70.Google Scholar
44.Tonks, J., Williams, W. H., Yates, P., Slater, A. Cognitive correlates of psychosocial outcome following traumatic brain injury in early childhood: Comparisons between groups of children aged under and over 10 years of age. Clin Child Psychol Psychiatry 2011;16(2):185–94.Google Scholar
45.Muscara, F., Catroppa, C., Anderson, V. Social problem‐solving skills as a mediator between executive function and long‐term social outcome following paediatric traumatic brain injury. J Neuropsychol 2008;2(2):445–61.Google Scholar
46.Levin, H. S., Hanten, G., Li, X. The relation of cognitive control to social outcome after paediatric TBI: Implications for intervention. Developmental Neurorehabilitation 2009;12(5):320–9.Google Scholar
47.Hawley, C. A., Ward, A. B., Magnay, A. R., Long, J. Parental stress and burden following traumatic brain injury amongst children and adolescents. Brain Inj 2003;17(1):1.Google Scholar
48.Fay, G. C., Jaffe, K. M., Polissar, N. L., Liao, S., Rivara, J. B., Martin, K. M. Outcome of pediatric traumatic brain injury at three years: A cohort study. Arch Phys Med Rehabil 1994;75(7):733–41.Google Scholar
49.Jaffe, K. M., Polissar, N. L., Fay, G. C., Liao, S. Recovery trends over three years following pediatric traumatic brain injury. Arch Phys Med Rehabil 1995;76(1):1726.Google Scholar
50.Taylor, H. G., Yeates, K. O., Wade, S. L., Drotar, D., Klein, S. K., Stancin, T. Influences on first-year recovery from traumatic brain injury in children. Neuropsychology 1999;13(1):7689.Google Scholar
51.Koskiniemi, M., Kyykka, T., Nybo, T., Jarho, L. Long-term outcome after severe brain injury in preschoolers is worse than expected. Arch Pediatr Adolesc Med 1995;149(3):249–54.Google Scholar
52.Nybo, T., Sainio, M., Muller, K. Stability of vocational outcome in adulthood after moderate to severe preschool brain injury. J Int Neuropsychol Soc 2004;10(5):719–23.Google Scholar
53.Todis, B., Glang, A. Redefining success: Results of a qualitative study of postsecondary transition outcomes for youth with traumatic brain injury. J Head Trauma Rehabil 2008;23(4):252–63.Google Scholar
54.Todis, B. P., Glang, A. P., Bullis, M. P., Ettel, D. P., Hood, D. B. A. Longitudinal investigation of the post-high school transition: Experiences of adolescents with traumatic brain injury. J Head Trauma Rehabil 2011;26(2):138–49.Google Scholar
55.Anderson, V., Catroppa, C,, Morse, S., Haritou, F., Rosenfeld, J. Attentional and processing skills following traumatic brain injury in early childhood. Brain Inj 2005;19(9):699710.Google Scholar
56.Crichton, A. J., Babl, F., Oakley, E., Greenham, M., Hearps, S., Delzoppo, C., et al. Prediction of multidimensional fatigue after childhood brain injury. J Head Trauma Rehabil 2017;32(2):107–16.Google Scholar
57.Owens, M., Stevenson, J,, Hadwin, J, A., Norgate, R. When does anxiety help or hinder cognitive test performance? The role of working memory capacity. Br J Psychol 2014;105(1):92101.Google Scholar
58.Hibbard, M. R., Gordon, W. A., Martin, T., Raskin, B., Brown, M. Students with Traumatic Brain Injury: Identification, Assessment, and Classroom Accommodations. New York, NY: Mount Sinai School of Medicine; 2001 Available from: http://icahn.mssm.edu/static_files/MSSM/Files/Research/Centers/Traumatic%20Brain%20Injury%20Central/TBIKIDS.pdf. (Accessed January 3, 2018.)Google Scholar
59.Lépine, R., Parrouillet, P., Camos, V. What makes working memory spans so predictive of high-level cognition? Psychon Bull Rev 2005;12(1):165–70.Google Scholar
60.Dawson, P., Guare, R. Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention. New York, NY: Guilford Press; 2010.Google Scholar
61.Prabhakaran, V., Narayanan, K., Zhao, Z., Gabrieli, J. Integration of diverse information in working memory within the frontal lobe. Nat Neurosci 2000;3(1):8590.Google Scholar
62.Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., et al. Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance – A Critical Literature Review. Chicago, IL: University of Chicago Consortium on Chicago School Research; 2012.Google Scholar
63.Romero, C,, Master, A., Paunesku, D., Dweck, C. S., Gross, J. J. Academic and emotional functioning in middle school: The role of implicit theories. Emotion 2014;14(2):227.Google Scholar
64.Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., et al. Organizing Instruction and Study to Improve Student Learning (NCER 2007–2004). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education; 2007.Google Scholar
65.Chi, M., Bassok, M., Lewis, M., Reiman, P., Glaser, R. Self explanation: How students study and use worked example in learning to solve problems. Cogn Sci 1989;13(2):145–82.Google Scholar
66.Chi, M., De Leeuw, N., Chiu, M., Lavancher, C. Eliciting self-explanations improves understanding. Cogn Sci 1994;18(3):439–77.Google Scholar
67.Craik, F., Lockhart, R. Levels of processing: A framework for memory research. J Verbal Learning Verbal Behav 1972;11:671–84.Google Scholar
68.McDaniel, M., Donnelly, C. Learning with analogy and elaborative interrogation. J Educ Psychol 1996;88(3):508–19.Google Scholar
69.Karpicke, J. D., Roediger, H. L., 3rd. The critical importance of retrieval for learning. Science 2008;319(5865):966–8.Google Scholar
70.Roediger, H., Karpicke, J. The power of testing memory: Basic research and implications for educational practice. Perspect Psychol Sci 2006;1:181210.Google Scholar
71.Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., Pashler, H. Using spacing to enhance diverse forms of learning: Review of recent research and implications for instruction. Educ Psychol Rev 2012;24:369–78.Google Scholar
72.Andrews, G., Halford, G. S. A cognitive complexity metric applied to cognitive development. Cogn Psychol 2002;45(2):153219.Google Scholar
73.Swanson, H., Berninger, V. Individual differences in children’s working memory and writing skill. J Exp Child Psychol 1996;63(2):358–85.Google Scholar
74.Gathercole, S., Pickering, S., Knight, C., Stegmann, Z. Working memory skills and educational attainment: evidence from national curriculum assessments at 7 and 14 years of age. Appl Cogn Psychol 2004;18(1):116.Google Scholar
75.Swanson, H., Kim, K. Working memory, short-term memory, and naming speed as predictors of children’s mathematical performance. Intelligence 2007;35:151–68.Google Scholar
76.Geary, D. C., Hoard, M. K., Byrd-Craven, J., DeSoto, M. C. Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. J Exp Child Psychol 2004;88(2):121–51.Google Scholar
77.Blackwell, L. S., Trzesniewski, K. H., Dweck, C. S. Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Dev 2007;78(1):246–63.Google Scholar
78.Dweck, C. S. Mind-Sets. Principal Leadership [Internet]. 2010. Available from: my-ecoach.com.Google Scholar
79.Haimovitz, K., Wormington, S. V., Corpus, J, H. Dangerous mindsets: How beliefs about intelligence predict motivational change. Learning and Individual Differences 2011;21(6):747–752.Google Scholar
80.Dweck, C., Leggett, E. L. A social cognitive approach to motivation and personality. Psychol Rev 1988;95:256–73.Google Scholar
81.Robins, R., Pals, J. Implicit self-theories of ability in the academic domain: A test of Dweck’s model. Self Identity 2002;1:313–36.Google Scholar
82.Henderson, V., Dweck, C. Motivation and achievement. In: Feldman, S., Elliott, G., editors. At the Threshold: The Developing Adolescent. Cambridge, MA: Harvard University Press; 1990. p. 308–29.Google Scholar
83.Aronson, J., Fried, C., Good, C. Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. J Exp Soc Psychol 2002;38(2):113–25.Google Scholar
84.Good, C., Aronson, J,, Inzlicht, M. Improving adolescents’ standardized test performance: An intervention to reduce the effects of stereotype threat. J Appl Dev Psychol 2003;24(6):645–62.Google Scholar
85.Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., Dweck, C. S. Mind-set interventions are a scalable treatment for academic underachievement. Psychol Sci 2015;26(6):784–93.Google Scholar
86.Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., Finkel, E. J. Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychol Bull 2013;139(3):655.Google Scholar
87.Offir, B., Lev, Y., Bezalel, R. Surface and deep learning processes in distance education: Synchronous versus asynchronous systems. Comput Educ 2008;51(3):1172–83.Google Scholar
88.Sweller, J., Ayres, P., Kalyuga, S. Facilitating effective mental processes: The imagination and self-explanation effects. Cognitive Load Theory. 2011:183–92.Google Scholar
89.Bugg, J. M., McDaniel, M. A. Selective benefits of question self-generation and answering for remembering expository text. J Educ Psychol 2012;104(4):922.Google Scholar
90.Collins, A., Brown, J., Larkin, K. Inferences in text understanding. In: Spiro, R. J., Bruce, B. C., Brewer, W. F., editors. Theoretical Issues in Reading Comprehension. Hillsdale, NJ: Erlbaum; 1980. p. 285410.Google Scholar
91.Kintsch, W. Comprehension: A Paradigm for Cognition. Cambridge: Cambridge University Press; 1998.Google Scholar
92.Craig, S. D., Chi, M. T. H., VanLehn, K. Improving classroom learning by collaboratively observing human tutoring videos while problem solving. J Educ Psychol 2009;101(4):779.Google Scholar
93.Davey, B., McBride, S. Effects of question-generation training on reading comprehension. J Educ Psychol 1986;78(4):256–62.Google Scholar
94.King, A., Staffieri, A., Adelgais, A. Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning. J Educ Psychol 1998;90(1):134–52.Google Scholar
95.Webb, N. Peer interaction, problem-solving, and cognition: Multidisciplinary perspectives. Int J Educ Res 1989;13(1):1119.Google Scholar
96.Pressley, M., et al. Strategies that improve children’s memory and comprehension of text. Elem Sch J 1989;90(1):332.Google Scholar
97.Rosenshine, B., Meister, C., Chapman, S. Teaching students to generate questions: A review of the intervention studies. Rev Educ Res 1996;66(2):181.Google Scholar
98.Nunes, L. D., Karpicke, J. D. Retrieval‐Based Learning: Research at the Interface between Cognitive Science and Education. Emerging Trends in the Social and Behavioral Sciences: An Interdisciplinary, Searchable, and Linkable Resource. Wiley; 2015.Google Scholar
99.Karpicke, J. D., Blunt, J. R. Retrieval practice produces more learning than elaborative studying with concept mapping. Science 2011;331(6018):772–5.Google Scholar
100.Karpicke, J. D., Grimaldi, P. J. Retrieval-based learning: A perspective for enhancing meaningful learning. Educ Psychol Rev 2012;24(3):401–18.Google Scholar
101.McDaniel, M., Roediger, H., McDermott, K. Generalizing test-enhanced learning from the laboratory to the classroom. Psychon Bull Rev 2007;14(2):200–6.Google Scholar
102.Wheeler, M., Roediger, H. Disparate effects of repeated testing: Reconciling Ballard’s (1913) and Bartlett’s (1932) results. Psychol Sci 1992;3(4):240–5.Google Scholar
103.Butler, A. C., Karpicke, J. D., Roediger, H. L. Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses. J Exp Psychol Learn Mem Cogn 2008;34(4):918–28.Google Scholar
104.Carpenter, S., DeLosh, E. Application of the testing and spacing effects to name learning. Appl Cogn Psychol 2005;19(61):9636.Google Scholar
105.Carpenter, S., Pashler, H., Vul, E. What types of learning are enhanced by a cued recall test? Psychon Bull Rev 2006;13(5):826.Google Scholar
106.McDaniel, M., Fisher, R. Tests and test feedback as learning sources. Contemp Educ Psychol 1991;16(2):192201.Google Scholar
107.Bangert-Drowns, R., Kulik, C., Kulik, J., Morgan, M. The instructional effect of feedback in test-like events. Rev Educ Res 1991;61(2):213.Google Scholar
108.Janiszewski, C,, Noel, H., Sawyer, A. A meta-analysis of the spacing effect in verbal learning: Implications for research on advertising repetition and consumer memory. J Consum Res 2003;30(1):138–49.Google Scholar
109.Pashler, H., Rohrer, D., Cepeda, N., Carpenter, S. Enhancing learning and retarding forgetting: Choices and consequences. Psychon Bull Rev 2007;14(2):187.Google Scholar
110.Cepeda, N., Pashler, H., Vul, E., Wixted, J., Rohrer, D. Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychol Bull 2006;132(3):354–80.Google Scholar
111.Bloom, K., Shuell, T. Effects of massed and distributed practice on the learning and retention of second-language vocabulary. J Educ Res 1981;74:245–8.Google Scholar
112.Gersten, R. M., White, W. A. T., Falco, R., Carnine, D. Teaching basic discriminations to handicapped and non-handicapped individuals through a dynamic presentation of instructional stimuli. Analysis and Intervention in Developmental Disabilities. 1982;2(4):305–17.Google Scholar
113.Weeks, M., Gaylord‐Ross, R. Task difficulty and aberrant behavior in severely handicapped students. J Appl Behav Anal 1981;14(4):449–63.Google Scholar
114.Carnine, D., Silbert, J., Kame’enui, E., Tarver, S. Direct Reading Instruction. 4th ed. Englewood Cliffs, NJ: Pearson/ Prentice Hall; 2004.Google Scholar
115.Paine, S. C., Carnine, D. W., White, W. A., Walters, G. Effects of fading teacher presentation structure (covertization) on acquisition and maintenance or arithmetic problem-solving skills. Educ Treat Children 1982;5(2):93107.Google Scholar
116.Rosenshine, B., Stevens, R. Teaching functions. In: Wittrock, M., editor. Handbook of Research on Teaching, 3rd ed. New York, NY: Macmillan; 1986. p. 376–91.Google Scholar
117.Carnine, D., Silbert, J., Kameenui, E. Direct Instruction Reading. 2nd ed. Columbus, OH: Merrill; 1990.Google Scholar
118.Stein, M., Kinder, D., Silbert, J., Carnine, D. Designing Effective Mathematics Instruction: A Direct Instruction Approach. Columbus, OH: Pearson-Merrill Prentice Hall; 2006.Google Scholar
119.Carnine, D. W. Effects of two teacher-presentation rates on off-task behavior, answering correctly, and participation. J Appl Behav Anal 1976;9(2):199206.Google Scholar
120.Sohlberg, M. M., Ehlhardt, L., Kennedy, M. Instructional techniques in cognitive rehabilitation: a preliminary report. Semin Speech Lang 2005;26(4):268–79.Google Scholar
121.Carnine, D. Relationships between stimulus variation and the formation of misconceptions. J Educ Res 1980;74(2):106–10.Google Scholar
122.Gersten, R. M., Carnine, D. W., Williams, P. B. Measuring implementation of a structured educational model in an urban school district: An observational approach. Educational Educ Eval Policy Anal 1982;4(1):6779.Google Scholar
123.Wilson, B. A., Baddeley, A., Evans, J., Shiel, A. Errorless learning in the rehabilitation of memory impaired people. Neuropsychol Rehabil 1994;4(3):307–26.Google Scholar
124.Swanson, H. L., Hoskyn, M. Experimental intervention research on students with learning disabilities: A meta-analysis of treatment outcomes. Rev Educ Res 1998;68(3):277321.Google Scholar
125.Shanahan, T. Common Core State Standards. Center on Teaching and Learning; Summer. Portland, OR: University of Oregon; 2010.Google Scholar
126.Anderson, V. A., Brown, S., Newitt, H., Hoile, H. Long-term outcome from childhood traumatic brain injury: Intellectual ability, personality, and quality of life. Neuropsychology 2011;25(2):176–84.Google Scholar
127.Ewing-Cobbs, L., Prasad, M. R., Kramer, L., Cox, C. S., Jr., Baumgartner, J., Fletcher, S., et al. Late intellectual and academic outcomes following traumatic brain injury sustained during early childhood. J Neurosurg 2006;105(4 Suppl):287–96.Google Scholar
128.Ransom, D. M., Vaughan, C. G., Pratson, L., Sady, M. D., McGill, C. A., Gioia, G. A. Academic effects of concussion in children and adolescents. Pediatrics 2015;135(6):1043–50.Google Scholar
129.Vavilala, M. S., Nathens, A. B., Jurkovich, G. J., Mackenzie, E., Rivara, F. P. Risk factors for venous thromboembolism in pediatric trauma. J Trauma 2002;52(5):922–7.Google Scholar
130.Rehabilitation Act of 1973, S. 1875, 93d Cong. (1973).Google Scholar
131.Michaud, L. J., Rivara, F. P., Grady, M. S., Reay, D. T. Predictors of survival and severity of disability after severe brain injury in children. Neurosurgery 1992;31(2):254–64.Google Scholar
132.Zirkel, P. A. A comprehensive comparison of the IDEA and Section 504/ADA. West’s Education Law Reporter 2012;282:767–84.Google Scholar
133.Vavilala, M. S., Bowen, A., Lam, A. M., Uffman, J. C., Powell, J., Winn, H. R., et al. Blood pressure and outcome after severe pediatric traumatic brain injury. J Trauma 2003;55(6):1039–44.Google Scholar
134.Herr, C. M., Bateman, B. D. Learning disabilities and the law. Handbook of Learning Disabilities. New York, NY: Guilford Press; 2003:5773.Google Scholar
135.Salvia, J., Ysseldyke, J., Witmer, S. Assessment: In Special and Inclusive Education. Belmont, CA: Cengage Learning; 2012.Google Scholar
136.Yell, M. L., Drasgow, E. Assessment for eligibility under IDEIA and the 2006 regulations. Assess Eff Interv 2007;32(4):202–11.Google Scholar
137.Bateman, B. D., Linden, M. A. Better IEPs: How to Develop Legally Correct and Educationally Useful Programs. Longmont, CO: Sopris West; 1998.Google Scholar
138.Yell, M. L. The Law and Special Education. Old Tappan, NJ: Merrill/Prentice-Hall; 1998.Google Scholar
139.Lloyd, J. W., Tankersley, M., Bateman, B. Why should we have special education?. In: Bateman, B., Lloyd, J. W., Tankersley, M., editors. Enduring Issues in Special Education: Personal Perspectives New York, NY: Routledge; 2015. p. 385–96.Google Scholar
140.Pullen, P., Hallahan, D. Why should we have special education? In: Bateman, B., Lloyd, J. W., Tankersley, M., editors. Enduring Issues in Special Education: Personal Perspectives New York, NY: Routledge.; 2015. p. 385–96.Google Scholar
141.Archer, A. L., Hughes, C. A. Explicit Instruction: Effective and Efficient Teaching. New York, NY: Guilford Press; 2011.Google Scholar
142.Champagne, J. Decisions in sequence: How to make placements in the least restrictive environment. EdLaw Briefing Paper 1993;9:116.Google Scholar
143.Sharp, KG, Pitasky, VM. The Current Legal Status of Inclusion. Beach Gardens, FL: LRP Publications; 2002.Google Scholar
144.Cheatham, G. A., Hart, J. E., Malian, I., McDonald, J. Six things to never say or hear during an IEP meeting. Teach Except Child 2012;44(3):50–7.Google Scholar
145.Rozalski, M. A. J. How to determine the least restrictive environment for students with disabilities. Exceptionality 2010;18(3):151–63.Google Scholar
146.Bateman, B., Tankersley, M., Lloyd, J. W., Alves, K. D. Where should special education take place? In: Bateman, B., Lloyd, J. W,, Tankersley, M., editors. Enduring Issues in Special Education: Personal Perspectives. New York, NY: Routledge; 2015. p. 385–96.Google Scholar

References

1.Stancin, T., Drotar, D., Taylor, H. G., Yeates, K. O., Wade, S. L., Minich, N. M. Health-related quality of life of children and adolescents after traumatic brain injury. Pediatrics. 2002;109(2):21326.Google Scholar
2.Newman, L., Wagner, M., Knockey, A. M., Marder, C., Nagle, K., Sharver, D. The Post-High School Outcomes of Young Adults with Disabilities up to 8 Years After High School, 1–218. A Report from the National Longitudinal Transition Study-2 (NLTS2). (NCSER 2006–3000). Menlo Park, CA: SRI International: 2011. Online Submission. http://nlts2.org/reports/2011_09_02/nlts2_report_2011_09_02_complete.pdfGoogle Scholar
3.Wagner, M., Newman, L., Cameto, R., Garza, N., Levine, P. After High School: A First Look at the Postschool Experiences of Youth with Disabilities. A Report from the National Longitudinal Transition Study-2 (NLTS2). Online Submission; 2005.Google Scholar
4.Todis, B., Glang, A., Bullis, M., Ettel, D., Hood, D. Longitudinal investigation of the post-high school transition experiences of adolescents with traumatic brain injury. J Head Trauma Rehabil 2011;26(2):138149.Google Scholar
5.Maslow, G. R., Haydon, A., McRee, A., Ford, C. A., Halpern, C. T. Growing up with a chronic illness: Social success, educational/vocational distress. J Adolesc Health 2010; 49(2): 20612.Google Scholar
6.American Academy of Pediatrics, American Academy of Family Physicians, American College of Physicians, Transitions Clinical Report Authoring Group. Supporting the health care transition from adolescence to adulthood in the medical home. Pediatrics 2011;128(1):182200.Google Scholar
7.Bodenheimer, T., Lorig, K., Holman, H. Patient self-management of chronic disease in primary care. JAMA 2002; 288(19): 2469–75.Google Scholar
8.Geenen, S. J., Powers, L. E., Sells, W. Understanding the role of health care providers during the transition of adolescents with disabilities and special health care needs. J Adolesc Health 2003;32(2):225233.Google Scholar
9.Scal, P, Ireland, M. Addressing transition to adult health care for adolescents with special health care needs. Pediatrics 2005;115(6):1607–12.Google Scholar
10.Gray, W. N., Monaghan, M. N., Gilleland Marchak, J., Driscoll, K. A., Hillard, M. E. Psychologists and the transition from pediatrics to adult health care. J Adolesc Health 2015;57(5):46874.Google Scholar
11.Gioia, G. A., Isquith, P. K. Ecological assessment of executive function in traumatic brain injury. Dev Neuropsychol 2004;25(1–2):13558.Google Scholar
12.Muscara, F., Catroppa, C., Anderson, V. Social problem-solving skills as a mediator between executive function and long-term social outcome following paediatric traumatic brain injury. J Neuropsychol 2010;2(2):44561.Google Scholar
13.Dennis, M., Guger, S., Roncadin, C., Barnes, M., Schachar, R. Attentional–inhibitory control and social–behavioral regulation after childhood closed head injury: Do biological, developmental, and recovery variables predict outcome? J Int Neuropsychol Soc 2001;7(6):68392.Google Scholar
14.Ylvisaker, M., Feeney, T. J. Collaborative Brain Injury Intervention: Positive Everyday Routines. San Diego, CA: Singular Publishing Group. 1998.Google Scholar
15.Hanks, R. A., Rapport, L. J., Millis, S. R. Measures of executive functioning as predictors of functional ability and social integration in a rehabilitation sample. Arch Phys Med Rehabil 1999;80(9):1030–7.Google Scholar
16.Ewing-Cobbs, L., Prasad, M. R., Kramer, L., Cox, C. S., Baumgartner, J., Fletcher, S., et al. Late intellectual and academic outcomes following traumatic brain injury sustained during early childhood. J Neurosurg Pediatrics 2006;105(4 Suppl):28796.Google Scholar
17.Donders, J., Warschausky, S. Neurobehavioral outcomes after early versus late childhood traumatic brain injury. J Head Trauma Rehabil 2007;22(5):296302.Google Scholar
18.Muscara, F., Catroppa, C., Anderson, V. The impact of injury severity on executive function 7–10 years following pediatric traumatic brain injury. Dev Neuropsychol 2008;33(5):62336.Google Scholar
19.Wagner, M., Newman, L., Cameto, R., Levine, P. The Academic Achievement and Functional Performance of Youth with Disabilities. A Report from the National Longitudinal Transition Study-2 (NLTS2). (NCSER 2006–3000). Menlo Park, CA: SRI International; 2006.Google Scholar
20.Anderson, P. Assessment and development of executive function (EF) during childhood. Child Neuropsychol 2010;8(2):7182.Google Scholar
21.Babikian, T., Merkley, T., Savage, R. C., Giza, C. C., Levin, H. Chronic aspects of pediatric traumatic brain injury: Review of the literature. J Neurotrauma 2015;32(23):1849–60.Google Scholar
22.Chaytor, N., Schmitter-Edgecombe, M. The ecological validity of neuropsychological tests: A review of the literature on everyday cognitive skills. Neuropsychol Rev 2003;13(4):18197.Google Scholar
23.Wiegerink, D., Donkervoort, M., Roebroeck, M. The Rotterdam Transition Profile-Concept 0.2. Rotterdam, Netherlands: University Medical Center; 2007. www.erasmusmc.nl/Reva/Research/transition/RotterdamTransitionProfilev0.2Google Scholar
24.Malec, J. The Mayo-Portland Adaptability Inventory. The Center for Outcome Measurement in Brain Injury; 2005. www.tbims.org/combi/mpaiGoogle Scholar
25.Harrison, P., Oakland, T. Adaptive Behavior Assessment System, 3rd ed. Bloomington, IN: Pearson Education; 2015.Google Scholar
26.Schwartz, L. A., Daniel, L. C., Brumley, L. D., et al. Measures of readiness to transition to adult health care for youth with chronic physical health conditions: A systematic review and recommendations for measurement testing and development. J Pediatr Psychol 2014;39(6):588601.Google Scholar
27.Ferris, M., Bickford, K., Ford, C., et al. UNC TRxANSITION Scale. Ren Fail. 2012;34(6):74453. www.med.unc.edu/transition/transition-tools/starx-questionnaireGoogle Scholar
28.Santa Clara Valley Medical Center (2006). The Center for Outcome Measurement in Brain Injury. www.tbims.org/combi. (Accessed June 9, 2017.)Google Scholar
29.Wilson, B., Alderman, N., Burgess, P. W., Emslie, H., Evans, J. J. Behavior Assessment of Dysexecutive Syndrome. Bury St. Edmunds, England: Thames Valley Test Company; 1996.Google Scholar
30.Gioia, G. A., Isquith, P. K., Guy, S. C., Kenworthy, L. Behavior Rating Inventory of Executive Function, 2nd ed. Lutz, FL: Psychological Assessment Resources; 2015.Google Scholar
31.Grace, J., Malloy, P. F. Frontal Systems Behavior Scale. Lutz, FL: Psychological Assessment Resources; 2001.Google Scholar
32.Cullum, M., Saine, K., Weiner, M. F. Texas Functional Living Scale. Bloomington, IN: Pearson Education; 2009 .Google Scholar
33.Wilson, B., Cockburn, J., Baddeley, A. D. Rivermead Behavioural Memory Test. Flempton, England: Thames Valley Test Company; 1985.Google Scholar
34.Baum, C. M., Morrison, T., Hahn, M., Edwards, D. F., Executive Functional Performance Test. St. Louis, Washington University School of Medicine; 2007.Google Scholar
35.Li, L., Liu, J. The effect of pediatric traumatic brain injury on behavioral outcomes: A systematic review. Dev Med Child Neurol 2013; 55(1): 3745.Google Scholar
36.Malloy, P., Grace, J. A review of rating scales for measuring behavior change due to frontal systems damage. Cogn Behav Neurol 2005;18(1):1827.Google Scholar
37.Levin, H. S., High, W. M., Goethe, K. E., Sisson, R. A., Overall, J. E., Rhoades, H. M. The neurobehavioural rating scale: Assessment of behavioural sequelae of head injury by the clinician. J Neurol Neurosurg Psychiatry 1987; 50(2): 18393.Google Scholar
38.Barrash, J., Tranel, D., Anderson, S. W. Acquired personality disturbances associated with bilateral damage to the ventromedial prefrontal region. Dev Neuropsychol 2000; 18(3): 35581.Google Scholar
39.Butcher, J. N., Graham, J. R., Ben-Porath, Y. S., Tellegen, A., Dahlstrom, W. G., Kaemmer, B. Minnesota Multiphasic Personality Inventory, 2nd ed. Bloomington, IN: Pearson Education; 2009.Google Scholar
40.Morey, L. C. Personality Assessment Inventory. Lutz, FL: Psychological Assessment Resources; 2007.Google Scholar
41.Reynolds, C. R., Kamphaus, R. W. Behavior Assessment System for Children. Bloomington, IN: Pearson Education; 2015.Google Scholar
42.Achenbach, T., Rescorla, L. The Manual for the ASEBA School-Age Forms & Profiles. Burlington, VT: Research Center for Children, Youth, and Families; 2001.Google Scholar
43.Achenbach, T., Rescorla, L. The Manual for the ASEBA Adult Forms & Profiles Burlington, VT: Research Center for Children, Youth, and Families; 1997.Google Scholar
44.American Medical Association. AMA Code of Medical Ethics’ Opinion on Adolescent Care. AMA J Ethics 2014;16(11):9012.Google Scholar
45.American Bar Association Commission on Law and Aging and American Psychological Association. Assessment of Older Adults with Diminished Capacity: A Handbook for Lawyers. Washington, DC: American Bar Association and American Psychological Association; 2005.Google Scholar
46.Donders, J. Civil capacity in transition-age youth with history of central nervous system compromise: A review. Clin Neuropsychol 2017;31(3):50114.Google Scholar
47.Dreer, L. E., Devivo, M. J., Novack, T. A., Krzywanski, S., Marson, D. C. Cognitive predictors of medical decision-making capacity in traumatic brain injury. Rehabil Psychol 2008;53(4):48697.Google Scholar
48.Owen, G. S., Freyenhagen, F., Martin, W., David, A. S. Clinical assessment of decision-making capacity in acquired brain injury with personality change. Neuropsychol Rehabil 2017;27(1):13348.Google Scholar
49.Haskins, E. C., Cicerone, K., Dams-O’Conner, K., Eberle, R., Langenbahn, D., Shapiro-Rosenbaum, A., Trexler, L. E. Cognitive Rehabilitation Manual: Translating Evidence-Based Recommendations into Practice. Reston, VA: ACRM Publishing; 2014.Google Scholar
50.Ylvisaker, M., Turkstra, L. S., Coelho, C. Behavioral and social interventions for individuals with traumatic brain injury: A summary of the research with clinical implications. In: Holland, A. L., Ratner, N. B., Turkstra, L. S., editors. Semin Speech Lang 2005;26(4):25667.Google Scholar
51.Toglia, J., Johnston, M. V., Goverover, Y., Dain, B. A multicontext approach to promoting transfer of strategy use and self regulation after brain injury: An exploratory study. Brain Injury 2010;24(4):66477.Google Scholar
52.Kennedy, M. R. T., Coelho, C., Turkstra, L., et al. Intervention for executive functions after traumatic brain injury: A systematic review, meta-analysis and clinical recommendations. Neuropsychol Rehabil 2008;18(3):25799.Google Scholar
53.Ownsworth, T., Quinn, H., Fleming, J., Kendall, M., Shum, D. Error self-regulation following traumatic brain injury: A single case study evaluation of metacognitive skills training and behavioural practice interventions. Neuropsychol Rehabil 2010;20(1):5980.Google Scholar
54.Ylvisaker, M., Feeney, T. Executive functions, self-regulation, and learned optimism in paediatric rehabilitation: A review and implications for intervention. Pediatr Rehabil 2002:5(2) 5170.Google Scholar
55.Marlowe, W. B. An intervention for children with disorders of executive functions. Dev Neuropsychol 2000;18(3):44554.Google Scholar
56.Wade, S., Stancin, T., Kirkwood, M., Brown, T., McMullen, K., Taylor, H. Counselor-assisted problem solving (CAPS) improves behavioral outcomes in older adolescents with complicated mild to severe TBI. J Head Trauma Rehabil 2014;29:198207.Google Scholar
57.Wade, S., Taylor, H., Cassedy, A., Zhang, N., Kirkwood, M., Brown, T., Stancin, T. Long-term behavioral outcomes after a rondomisze, clinical trial of counselor-assisted problem solving for adolescents with complicated mild to severe traumatic brain injury, J Neurosci 2015; 32: 96775.Google Scholar
58.Wade, S., Walz, N., Carey, J., McMullen, K., Cass, J., Mark, E., Yeates, K. Effect on behavior problems of teen online problem-solving for adolescent traumatic brain injury. Pediatrics 2011;128:e947-53.Google Scholar
59.Tlustos, S., Kirkwood, M., Taylor, H., Stancin, T., Brown, T., Wade, S. A randomized problem-solving trial for adolescent brain injury: Changes in social competence. Rehabil Psych 2016;61:34757.Google Scholar
60.Wade, S., Carey, J., Wolfe, C. The efficacy of an online cognitive behavioral family intervention in improving child behavior and social competence following pediatric brain injury. Rehabil Psych 2006;51:17989.Google Scholar
61.Wade, S., Walz, N., Carey, J., Williams, K. Preliminary efficacy of a Web-based family problem-solving treatment program for adolescents with traumatic brain injury. J Head Trauma Rehabil 2008;23:36977.Google Scholar
62.Helffenstein, D. A. Wechsler, F. S. The use of interpersonal process recall (IPR) in the remediation of interpersonal and communication skill deficits in the newly-brain injured. Arch Clin Neuropsychol 1982;4(3):13942.Google Scholar
63.Dahlberg, C. A., Cusick, C. P., Hawley, L. A., Newman, J. K., Morey, C. E., Harrison-Felix, C. L., Whiteneck, G. G. Arch Phys Med Rehabil 2007; 88(12):1561–73.Google Scholar
64.Braden, C., Hawley, L., Newman, J., Morey, C., Gerber, D., Harrison-Felix, C. Social communication skills group treatment: A feasibility study for persons with traumatic brain injury and comorbid conditions. Brain Inj 2010;24(11):1298–310.Google Scholar

References

1.Kanauss, K., Schatz, P., Puente, A. E. Current trends in the reimbursement of professional neuropsychological services. Arch Clin Neuropsych 2005;20(3):341–53.Google Scholar
2.Sweet, J. J., Peck, E. A., Abramowitz, C., Etzweiler, S. National Academy of Neuropsychology/Division 40 of the American Psychological Association practice survey of clinical neuropsychology in the United States. Part I: Practitioner and practice characteristics, professional activities, and time requirements. Clin Neuropsychol 2002;16(2):109–27.Google Scholar
3.Sweet, J. J., Peck, E. A., Abramowitz, C., Etzweiler, S. National Academy of Neuropsychology/Division 40 of the American Psychological Association Practice Survey of Clinical Neuropsychology in the United States. Part II: Reimbursement experiences, practice economics, billing practices, and incomes. Arch Clin Neuropsych 2003;18(6):557–82.Google Scholar
4.Commissioning Guidance for Rehabiliation. England: National Health Service England 2016.Google Scholar
5.CPT®New Process: How a Code Becomes a Code [Internet]. Chicago, IL: American Medical Association 2017 [cited May 17, 2017]. Available from: www.ama-assn.org/practice-management/cpt%C2%AE-process-how-code-becomes-code.Google Scholar
6.New CMS Coding Changes will Help Beneficiaries [press release]. Washington, DC: Department of Health and Human Services, October 6, 2004.Google Scholar
7.Puente, A. Coding, Billing and Documenting Professional Psychological Services [PowerPoint presentation]. 2016.Google Scholar
8.AMA History. 2017. Available from: www.ama-assn.org/ama-history.Google Scholar
9.CPT® 2017 Professional Edition. Chicago, IL: American Medical Association; 2017.Google Scholar
10.Claar, R. L., Kaczynski, K. J., Lyons, M. M., Lebel, A. A. Commentary: Health and behavior codes in a pediatric headache program: reimbursement data and recommendations for practice. J Pediatr Psychol 2012;37(5):509–13.Google Scholar
11.Foxhall, K. Winning one with Medicare. Monitor on Psychology [Internet]. 2001. August 5, 2017; 32(8):[64 p.].Google Scholar
12.Johnstone, B., Schopp, L. H., Frank, R. G. Managed care and rehabilitation: Issues related to cognitive rehabilitation. NeuroRehabilitation 1997;8(1):5765.Google Scholar
13.Code of Federal Regulations. U.S. National Archives and Records Administration; 1996.Google Scholar
14.Medicare Program; Revisions to Payment Policies Under the Physician Fee Schedule and Other Revisions to Part B for CY 2018; Medicare Shared Savings Program Requirements; and Medicare Diabetes Prevention Program. The Federal Register [Internet]. Proposed July 21, 2017:[34009 p.]. Available from: www.federalregister.gov/documents/2017/07/21/2017–14639/medicare-program-revisions-to-payment-policies-under-the-physician-fee-schedule-and-other-revisions.Google Scholar
15.Medicare Benefit Policy Manual, Chapter 15 – Covered Medical and Other Health Services 2014; (Revision 235). Available from: www.cms.gov/Regulations-and-Guidance/Guidance/Manuals/downloads/bp102c15.PDF.Google Scholar
16.Centers for Medicare and Medicaid; Summary of Policies in the Calendar Year (CY) 2018 Medicare Physician Fee Schedule (MPFS) Final Rule, Telehealth Originating Site Facility Fee Payment Amount and Telehealth Services List, and CT Modifier Reduction List. MLN Matters Number MM10393. Available from www.cms.gov/Outreach-and-Education/Medicare-Learning-Network-MLN/MLNMattersArticles/Downloads/MM10393.pdfGoogle Scholar
18.Cicerone, K. D., Langenbahn, D. M., Braden, C., Malec, J. F., Kalmar, K., Fraas, M., et al. Evidence-based cognitive rehabilitation: Updated review of the literature from 2003 through 2008. Arch Phys Med Rehabil 2011;92(4):519–30.Google Scholar
19.Kubu, C. S., Ready, R. E., Festa, J. R., Roper, B. L., Pliskin, N. H. The times they are a changin’: Neuropsychology and integrated care teams. Clin Neuropsychol 2016;30(1):5165.Google Scholar
20.Gray, J. S., Spear Filigno, S., Santos, M., Ward, W. L., Davis, A. M. The status of billing and reimbursement in pediatric obesity treatment programs. J Behav Health Serv Res 2013;40(3):378–85.Google Scholar
21.LCD Companion Article: PSYCH-015 – Health and Behavior Assessment/Intervention. 2010. Available from: https://downloads.cms.gov/medicare-coverage-database/lcd_attachments/30514_1/l30514_031610_cbg.pdf.Google Scholar
22.Local Coverage Determination (LCD): Health and Behavior Assessment/Intervention (L33834). 2017. Available from: https://medicare.fcso.com/lcd/active/l33834.pdf.Google Scholar
23.Tanco, K., Park, J. C., Cerana, A., Sisson, A., Sobti, N., Bruera, E. A systematic review of instruments assessing dimensions of distress among caregivers of adult and pediatric cancer patients. Palliat Support Care 2017;15(1):110–24.Google Scholar
24.Delamater, AM. The president’s message. Progress Notes, Newsletter of The Society of Pediatric Psychology, Division 54, American Psychological Association. 2007; 31(2):1; 4.Google Scholar
25.Noll, R. B., Fischer, S. Commentary. Health and behavior CPT codes: An opportunity to revolutionize reimbursement in pediatric psychology. J Pediatr Psychol 2004;29(7):571–8.Google Scholar
26.Brosig, C. L. Commentary: The use of health and behavior codes in a pediatric cardiology setting. J Pediatr Psychol 2012;37(5):514–18.Google Scholar
27.Laugesen, M. J. The resource-based relative value scale and physician reimbursement policy. Chest. 2014;146(5):1413–19.Google Scholar
28.Adamson, A. M., O’Toole, K., Petersen, C. Establishing a pediatric cognitive rehabilitation program: Insurance issues and clinical rationale. Clin Neuropsychol 2012;26(1):5973.Google Scholar
30.InterQual: Evidence-Based Clinical Criteria: McKesson Corporation; Available from: http://www.mckesson.com/health-plans/decision-management/decision-management-interqual/interqual-criteria/.Google Scholar
31.Industry-Leading Evidence-Based Care Guidelines. 2017 Available from: www.mcg.com/care-guidelines/overview/.Google Scholar
32.Barisa, M. T. The Business of Neuropsychology: A Practical Guide. New York: Oxford University Press; 2010.Google Scholar

References

1.US Department of Health & Human Services, Administration for Community Living, Administration on Disabilities. Traumatic Brain Injury Program. Reauthorized 2014. https://acl.gov/Programs/AoD/TBI/Index.aspx. (Accessed on December 30, 2016.)Google Scholar
2.National Association of State Head Injury Administrators (NASHIA). Traumatic Brain Injury (TBI) Reauthorization Act of 2014: Overview. www.nashia.org/pdf/nashia_issue_brief_tbiact_2014_revised.pdf. (Accessed on December 14, 2016.)Google Scholar
3.US Department of Health and Human Services. Administration on Community Living. https://acl.gov/About_ACL/Index.aspx. (Accessed on May 7, 2017.)Google Scholar
4.Traumatic Brain Injury ReAuthorization Act of 2014. www.congress.gov/bill/113th-congress/senate-bill/2539/text. (Accessed on May 7, 2017.)Google Scholar
5.Faul, M., Xu, L., Wald, M. M., Coronado, V. G. Traumatic Brain Injury in the United States: Emergency Department Visits, Hospitalizations, and Deaths. Atlanta, GA: Centers for Disease Control and Prevention, National Center for Injury Prevention and Control; 2010.Google Scholar
6.Taylor, C., Bell, J., Breiding, M., and Xu, L. Traumatic brain injury-related emergency department visits, hospitalizations, and deaths – United States, 2007 and 2013. Surveill Summ 2017;66(9):116.Google Scholar
7.McCarthy, M., MacKenzie, E., Durbin, D., Aitken, M., Jaffe, K., Paidas, C., Slomine, B., Dorsch, A., Christensen, J., Ding, R. Health related quality of life during the first year after traumatic brain injury. Arch Pediatr Adolesc Med 2006;160:25260.Google Scholar
8.Taylor, H. G., Yeates, K. O., Wade, S. L., Drotar, D., Stancin, T., Minich, N. A prospective study of short- and long-term outcomes after traumatic brain injury in children: Behavior and achievement. Neuropsychology 2002;16(1):1527.Google Scholar
9.Barlow, K. M., Crawford, S., Stevenson, A., Sandhu, S. S., Belanger, F., Dewey, D. Epidemiology of postconcussion syndrome in pediatric mild traumatic brain injury. Pediatrics 2010;126(2):e374–81.Google Scholar
10.Max, J. Neuropsychiatry of pediatric traumatic brain injury. Psychiatr Clin North Am 2014;37(1): 12540.Google Scholar
11.Max, J., Lopez, A., Wilde, E., Bigler, E., Schachar, R., Saunders, A., Ewing-Cobbs, L., Chapman, S., Yang, T., Levin, H. Anxiety disorders in children and adolescents in the second six months after traumatic brain injury. J of Pediatr Rehabil Med 2015;8:34555.Google Scholar
12.Vasa, R., Suskauer, S., Thorn, J., Kalb, J., Grados, M., Slomine, B., Salorio, C., Gerring, J. Prevalence and predictors of affective ability after paediatric traumatic brain injury. Brain Inj 2015;29(7–8):92128.Google Scholar
13.Taylor, G., Swartwout, M., Yeates, K. O., Walz, N. C., Stancin, T., Wade, S. L. Traumatic brain injury in young children: Postacute effects on cognitive and school readiness skills. J Int Neuropsychol Soc 2008;14:73445.Google Scholar
14.Treble-Barna, A., Zang, H., Zhang, N., Gerry Taylor, H. G. Long-term neuropsychological profiles and their role as mediators of adaptive functioning after traumatic brain injury in early childhood. J Neurotrauma 2017;34:35362.Google Scholar
15.US Department of Labor, Bureau of Labor Statistics. Persons with a Disability: Labor Force Characteristics Summary www.bls.gov/news.release/disabl.nr0.htm. (Accessed on December 14, 2016.)Google Scholar
16.Cuthbert, J., Harrison-Felix, C., Corrigan, J., Bell, J., Haarbauer-Krupa, J., Miller, A. Unemployment in the United States after traumatic brain injury for working-age individuals: Prevalence and associated factors 2 years post-injury. J Head Trauma Rehabil 2015;30(3):16074.Google Scholar
17.Williams, W. H., Mewse, A. J., Tonks, J., Mills, S., Burgess, C. N., Cordan, G. Traumatic brain injury in a prison population: Prevalence and risk for re-offending. Brain Inj 2010;24(10):118488.Google Scholar
18.McKinlay, A., Grace, R. C., Horwood, L. J., Fergusson, D. M., Ridder, E. M., MacFarlane, M. R. Prevalence of traumatic brain injury among children, adolescents and young adults: Prospective evidence from a birth cohort. Brain Inj 2008;22(2):17581.Google Scholar
19.McKinlay, A., Grace, R. C., McLellan, T., Roger, D., Clarbour, J., Macfarlane, M. R. Predicting adult offending behavior for individuals who experienced a traumatic brain injury during childhood. J Head Trauma Rehabil 2014;29(6):50713.Google Scholar
20.Kaba, F., Diamond, P., Haque, A., MacDonald, R., Venters, H. Traumatic brain injury among newly admitted adolescents in the New York City jail system. J Adolesc Health 2014;54(5):61517.Google Scholar
21.Perron, B. E., Howard, M. O. Prevalence and correlates of traumatic brain injury among delinquent youths. Crim Behav Ment Health 2008;18(4):24355.Google Scholar
22.Grados, M.A., Slomine, B. S., Gerring, J. P., Vasa, R., Bryan, N., Denckla, M. B. Depth of lesion model in children and adolescents to predict severity and outcome with moderate to severe traumatic brain injury: Use of SPGR MRI predict severity and outcome. J Neurol Neurosurg Psychiatry 2001;70:35058.Google Scholar
23.US Department of Education. Individuals with Disabilities Education Act 2004. www2.ed.gov/about/offices/list/osers/osep/osep-idea.html. (Accessed on May 23, 2017.)Google Scholar
24.US Department of Education, Protecting Students with Disabilities. www2.ed.gov/about/offices/list/ocr/504faq.html. (Accessed on May 23, 2017.)Google Scholar
25.Bullock, L. M., Gable, R. A. Darrell Mohr, J. Traumatic brain injury: A challenge for educators. Prev Sch Fail 2005;49(4):610.Google Scholar
26.Massachusetts Department of Education, Special Education. Neurological Impairment. www.doe.mass.edu/sped/links/brain.html. (Accessed on December 14, 2016.)Google Scholar
27.US Department of Education, Office of Special Education Programs (2010). Thirty-fourth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, Parts B and C. 2012. Number of students ages 6 through 21 served under IDEA, Part B, by disability category and state: Fall 2010. Retrieved from http://www2.ed.gov/about/reports/annual/osep/2012/parts-b-c/part-b-data/index.htmlGoogle Scholar
28.Haarbauer, J., Ciccia, A., Dodd, J., Ettel, D., Kurowski, B., Lumba-Brown, A., Suskauer, S. Service delivery in the healthcare and educational systems for children following traumatic brain injury: gaps in care. J Head Trauma Rehabil 2016;32(6):36777.Google Scholar
29.American Psychological Association Practice Central. Health and Behavior Codes. www.apapracticecentral.org/reimbursement/health-codes/index.aspx. (Accessed on December 30, 2016.)Google Scholar
30.Society for Cognitive Rehabilitation. www.societyforcognitiverehab.org/. (Accessed on December 14, 2016.)Google Scholar
31.Brain Injury Association of America, Academy for Certification of Brain Injury Specialists. www.biausa.org/acbis. (Accessed on December 14, 2016.)Google Scholar
32.American Congress of Rehabilitation Medicine’s Cog Rehab Manual Training Faculty. www.acrm.org/meetings/cognitive-rehab-training/. (Accessed on December 14, 2016.)Google Scholar
33.Ennis, S. K., Rivara, F. P., Mangione-Smith, R., Konodi, M. A., MacKenzie, E. J., Jaffe, K. M. Variations in the quality of inpatient rehabilitation care to facilitate school re-entry and cognitive and communication function for children with TBI. Brain Inj 2013;27 (2):17988, doi: 10.3109/02699052.2012.729291Google Scholar
34.Dettmer, J., Ettel, D., Glang, A., McAvoy, K. Building statewide infrastructure for effective educational services for students with TBI: Promising practices and recommendations. J Head Trauma Rehabil 2014;29(3):22432.Google Scholar
35.Glang, A., Ettel, D., Todis, B., Gordon, W. A., Oswald, J. M., Vaughn, S. L., et al. Services and supports for students with traumatic brain injury: Survey of state educational agencies. Exceptionality 2015;23(4):21124.Google Scholar
36.Gioia, G., Glang, A. E., Hooper, S. R., Brown, B. E. Building statewide infrastructure for the academic support of students with mild traumatic brain injury. J Head Trauma Rehabil 2016;31(6):397406.Google Scholar
37.Anderson, V. Executive function and the frontal lobes: Themes for child development, brain insult and rehabilitation. Dev Neurorehabil 2009;12(5):25354.Google Scholar
38.Mealings, M., Douglas, J., Olver, J. Considering the student perspective in returning to school after TBI: A literature review. Brain Inj 2012;26(10):1165–76.Google Scholar
39.Slomine, B. S., McCarthy, M. L., Ding, R., MacKenzie, E. J., Jaffe, K. M., Aitken, M. E., Durbin, D. R., Christensen, J. R., Dorsch, A. M., Paidas, C. N. CHAT Study Group. Health care utilization and needs after pediatric traumatic brain injury. Pediatrics 2006;117(4):e663–74.Google Scholar
40.Kim, C. T., Greenberg, J., Kim, H. Pediatric rehabilitation: Trends in length of stay. J Pediatr Rehabil Med 2013;6(1):1117.Google Scholar
41.Babikian, T., Merkley, T., Savage, R. C. Giza, C. C., Levin, H. Chronic aspects of pediatric traumatic brain injury: Review of the literature. J Neurotrauma 2015;32:1849–60.Google Scholar
42.Hartman, L., Tibbles, A., Paniccia, A., Lindsay, S. A qualitative synthesis of families’ and students’ hospital-to-school transition experiences following acquired brain injury. Glob Qual Nurs Res 2015;2:122.Google Scholar
43.Brain Injury Association of Pennsylvania, Pennsylvania Department of Health, Pennsylvania Department of Education. BrainSTEPS. www.brainsteps.net. (Accessed on October 13, 2016.)Google Scholar
44.Colorado Department of Education, Colorado Brain Injury Program. Colorado Kids Brain Injury Resource Network. http://cokidswithbraininjury.com. (Accessed on October 13, 2016.)Google Scholar
45.University of Oregon, The Center for Brain Injury Research and Training (CBIRT). www.cbirt.org. (Accessed on December 1, 2016.)Google Scholar
46.Tennessee Disability Coalition and TN Departments of Health and Education, Division of Special Populations. Project BRAIN. http://tndisability.org/brain. (Accessed October 13, 2016.)Google Scholar
47.Columbus City Schools & Disability Rights Ohio. Columbus City Schools Traumatic Brain Injury Project and School Based Concussion Management Program. www.ccsoh.us/TraumaticBrainInjury.aspx. (Accessed on October 13, 2016.)Google Scholar
48.United States Department of Labor. Workforce Innovation Opportunity Act. www.doleta.gov/wioa/. (Accessed on December 30, 2016.)Google Scholar
49.Mathematica Center for Studying Disability Policy. What Works for Youth? Tracking Vocational Rehabilitation Outcomes. Webinar presented on April 27, 2017, Washington, DC.Google Scholar
50.National Association of State Head Injury Administrators. TBI/ABI Trust Fund Programs: Overview and Trends. Available from: www.nashia.org/pdf/trust_fund_overview_listing_of_states_slv.pdfGoogle Scholar
51.National Collaborative on Children’s Brain Injury Community of Practice – Brain Injury in Youth. https://youthbraininjury.obaverse.net/. (Accessed on December 30, 2016.)Google Scholar
52.Johns Hopkins University, Mind, Brain and Teaching Graduate Certificate Program, http://education.jhu.edu/Academics/certificates/mindbrain/. (Accessed on May 7, 2017.)Google Scholar
53.Cantor, J., Gordon, W., Schwartz, M., Charatz, H., Ashman, T., Abramowitz, S. Child and parent responses to a brain injury screening questionnaire. Arch Phys Med Rehabil 2004;85(4 Suppl 2):S5460.Google Scholar
54.Corrigan, J., Bogner, J. Initial reliability and validity of the OSU TBI identification method. J Head Trauma Rehabil 2007; 22(6):31829. Also see Ohio State University TBI Identification Method. http://ohiovalley.org/tbi-id-method/. (Accessed on December 1, 2016.)Google Scholar
55.McCauley, S., Wilde, E., Anderson, V., Bedell, G., Beers, S., Campbell, T., Chapman, S., Ewing-Cobbs, L., Gerring, J., Gioia, G., Levin, H., Michaud, L., Prasad, M., Swaine, B., Turkstra, L., Wade, S., Yeates, K. Recommendations for the use of common outcome measures in pediatric brain injury research. J Neurotrauma 2012;29:67870.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×